Our spotlight this month is on our 2021 Arizona Student Success Stories Awardees and Honorable Mentions. At this year’s HOPE conference, Unique Populations celebrated students with noteworthy accomplishments and academic achievements. Unique Populations is comprised of Foster Care Education, Homeless Education, Migrant Education, and the Office of English Language Acquisition Services.
Peter Bravo is an only child who lives with his mom. Peter never attended preschool and spoke only Spanish when he entered the school for kindergarten. He spent his first two years of school learning in an EL classroom, but by second grade, Peter had tested out of the EL program. He was now speaking fluent English and worked hard to learn in all content areas.
By third grade, Peter had earned a place in the district’s GAP gifted program. The GAP program is a privately funded cohort that allows high-achieving, hardworking students the opportunity to learn and experience things they otherwise would not have the ability to. Since entering the GAP gifted program, Peter has overcome many personal challenges while maintaining his grades and his drive to achieve a better life for his family.
Peter wants to become a doctor in order to help his mom when she is sick and take care of others in the community. He sees himself as unique because he has overcome all the tough times he has been through. Peter wants to learn to cook so he can help his mom and make life easier for her. He would also like to study about mechanics to be able to fix the car when it is not working. Peter knows he is capable of success and has dreams of making money to help support his mom and make her life easier.
Peter is a true success story because he, while struggling with family contracting COVID and watching his mom recover from a car accident, maintained focus on his long-term goals by focusing on daily progress. In four short years, Peter grew from speaking one language fluently to speaking two languages fluently. While accomplishing this, he worked hard on his studies and is in his second year as a GAP gifted student. Peter knows he is not bound to his present circumstances and that he has the power to dream big and see a better future for himself and his family.
When other students see Peter’s example of daily progress leads to ongoing success, they are inspired to continue on, despite the hardships of life.
Roberto Alvarado is an amazing student who has worked hard to overcome adversity to be successful. Roberto currently lives in a group home without contact from his biological family. Roberto has also not let academic challenges stop him from achieving growth in reading and math. His academic goals are to read more fluently, to multiply and divide, and to write a paragraph. His teacher states that he walks into class with a huge smile, a high five or a hug, and always gives a 1,000% effort. He's the first one to volunteer to help clean the room, try out a math problem, or answer a question and to help others.
Roberto is actively involved in his school community. Roberto is the first self-contained special education student to join the school band as a trumpet player. He loves learning music and is so proud to be part of the band.
Roberto’s long-term goals are to graduate high school and to be a happy, self-sufficient adult. Roberto could dwell in the challenging situations in his life, but he doesn't. He is always bright and happy and is a true success story.
When one learns of Sara Zuleta Chaverra’s accomplishments in 2 short years since arriving in the United States, most are astonished. Her proficiency in English, excellent grades, and her contribution within her school community bely a false narrative that Sara is the product of a stable, affluent home when the reality is contradictory. In actuality, Sara was born in Colombia to a young, single mother. Sara’s grandmother, who provided some childcare assistance, moved to the United States leaving her career as a fashion designer to find employment as a nanny. Grandmother had few options. Food and housing were expensive and the three were often struggling to make ends meet. The family made great sacrifices to move Sara to the United States. Sara had extremely limited understanding of the English language when she enrolled in school but through her hard work and determination tested proficient in English in August of 2021.
What makes Sara remarkable is her constant smile and sunny disposition while she tackles the next hurdle. Sara has real and genuine gratitude for her education. Sara maintains all A's and B's so that she can earn a scholarship to attend college after high school. Her dream is to become a fashion designer, similar to her grandma, although her main goal is to someday bring her mom to live here in the United States. Sara is also an active member of the school community. She serves as the secretary of the Echo Canyon Student Council. As part of the student council, she volunteers for extra work that needs to be done and she shows up for all meetings and events.
Sara is well-loved by all of her teachers. One of her teachers wrote... "she just ‘wowed’ us all and she quickly became the highest student in class in most areas. She has been the hardest working student I have ever met. That girl is just the best." Her unfailingly positive attitude and commitment to her education will continue to bring her great success.
Esmeralda Loredo immigrated to the United States from Mexico. While in Mexico, she was responsible for caring for her younger brother while attending school full time. Esmeralda is a driven and determined student who worked diligently to learn a new language and assimilate to American culture. Over the past two years, she has received top marks in all classes, participated in after-school programs, and attended after-school tutoring on her own volition simply to "get some more practice." Recently, she passed her AZELLA test; proving she is proficient in English as a second language. While she has only been in the United States for a few short years, she has clearly worked incredibly hard to accomplish her goals and build a better life for herself.
Esmeralda is currently a member of AVID and the after-school theatre club at her high school. In addition to academics, she loves the ability to express herself through acting and performing on stage. She often works part-time at her father's tire shop and is quick to sign up for any community service opportunities provided through her high school.
Esmeralda’s goal is to attend college after graduating high school. She hopes to pursue a degree from an Ivy League college in criminal justice or law. More importantly, Esmeralda wants to craft a life that she was not afforded. She wants to become a mother after she gets her degree and provides for her children in ways that she wasn't. She hopes to build a strong community that supports Mexican American immigrants and become a role model for students who come from similar circumstances as herself.
Congratulations to our Honorable Mention Recipients for Arizona Student Success Stories:
- Octavio Miguel Cruz, 3rd grade Esperanza Elementary School, Deer Valley Unified District;
- Martin Julian Padern Souza, 6th grade Gilbert Elementary School, Gilbert Unified District;
- Kimberli Salgado Reyes, 7th grade Mohave Middle School, Scottsdale Unified District;
- Ciara Montejano, 8th grade BL Lauffer Middle School, Sunnyside Unified District;
- Elier Hernandez Roman, 8th grade Smith Junior High, Mesa Unified District;
- Carlos Rojas Lopez, 12th grade Mountain View High School, Marana Unified District;
- Pedro Sis de la Cruz, 12th-grade Empower College Prep High School, Empower College Prep Charter;
- Zack Wen, 12th grade Desert Mountain High School, Scottsdale Unified School district.
Grant Information and Updates
American Rescue Plan Homeless II
The ARP-Homeless II Application FY22 is currently open. Please submit your application as soon as possible.
Arizona received a total allocation of $16,914,124 for ARP Homeless Children and Youth (ARP-HYC) funds, with $9,520,398.00 set aside for grant allocation for the ARP Homeless II. On the ADE Homeless Education Program Funding page, the ARP Homeless II Allocations per LEA, USDE guidance, and new allowable use of funds are provided. The allocations are based on a formula provided by the U.S. Department of Education. The formula utilized the amount of Title 1, Part A allocated in FY20 and the greater number of homeless students reported for the 2018-2019 or 2019-2020 school year for each LEA. LEAs with an allocation threshold of $5,000 or less will be required to join a consortium.
One of the purposes of the ARP-HCY program is to provide wrap-around services considering the challenges of COVID-19. Therefore, ARP-HCY funds may be used for pre-award costs dating back to March 13, 2020, when the national emergency was declared. The ARP Homeless II Project is set to end on September 30th, 2023. However, carryover will be allowed until September 30th, 2024 with a final drawdown date of January 31st, 2025. The ARP Homeless II application will be released on Friday, November 12th, and a recorded webinar will also be available on the ADE Homeless Education Program Professional Development page by Friday, November 12th, 2021 (under the “funding” tab).
For questions regarding your FY22 allocation or your fiscal application in the GME System, please email Homeless Education Inbox or contact Silvia Chavez, the State Homeless Education Program Specialist at 602-542-4963.
Office of Indian Education Hosts Virtual Johnson O'Malley Grant Support Forum.
A forum for all JOM contractors in Arizona to unite and discuss any challenges with JOM, gain guidance, and share best practices. This forum will discuss the student count process, training needs, and share ideas for more effective management of JOM. Collectively we’ll be able to document support needs with NJOMA to address with BIE as well as provide an opportunity to collaborate in creating a united, consistent, support structure for Arizona Indigenous students.
The event will take place via Zoom on January 27th from 9 am - 12 pm MST. Zoom Information Below:
Meeting ID: 981 0012 0903
Click here to join meeting
The Living Languages Grant Program
Language Grant - Accepting Proposals.
The Living Languages Grant Program (LLGP), a program dedicated to helping tribes preserve their Native languages is accepting proposals until March 7, 2022 The funding will focus on small or start-up programs whose objective is to document or build the capacity to preserve Native languages that are losing users, but which still have active users at the grandparent generation
Title III Funding Requirements.
FY2022 Title III Final Allocations have been calculated and additional monies have been added to all existing Title III applications. It is possible that your monies were added to your grant application while it was in our queue to review. Please post a comment in the history log to let us know if you would like us to continue reviewing your Application Revision or return it to you so that all available funding can be included in your budget requests. We are happy to continue reviewing but please remember that another Application Revision will be needed in the immediate future. FY 2022 Title III award amounts can be found on the Title III page of the OELAS website.
All LEAs with an active FY 2022 Title III application must revisit their LEA Integrated Action Plans to reevaluate their needs and revise their plans and budgets to include any additional funding received from the final award. LEAs participating in a consortium should contact their lead agent with their revised budget requests.
Any LEA who has not accepted FY 2022 funding to date must notify the Title III Inbox to either:
- inquire about participation in a Title III Consortium, or
- formally waive their FY 2022 Title III funds.
Visit the ADE Foster Care blog to view recordings of the webinars to become fully equipped to support students in foster care. The primary topics covered for foster care education are:
4th Thursday of the Month (January 27th) - ARP Office Hours
I will be available online to answer questions you may have about any of the ARP (American Rescue Plan- Homeless Children and Youth) grants. Please leave a voicemail if I cannot answer your call during these hours. Call in (audio only) +1 480-420-4055,,164604786# United States, Phoenix Phone Conference ID: 164 604 786#
New Liaisons: If you are a new Homeless Education liaison, please email me to schedule a Welcome to MV training session at: [email protected] and check out the NCHE Homeless liaison toolkit, chapters 1 & 2 to start.
Thank you to our MEP Service Delivery Plan Committee Members for participating in our planning session on December 13th at the Desert Willow Center. This meeting is part of our Continuous Improvement Cycle that analyzes data to assess the needs of our students and the effectiveness of our Migrant Education program. Through these collaborative meetings, the committee develops our state's Measurable Program Objectives.
Visit our website to access resources and to stay informed of upcoming learning opportunities.
- ESSA Conference Presentation – January 10th -12th: The Office of Indian Education will host four presentations during this year’s ESSA conference, if you’re interested in attending the conference, please register here.
- Tribal Legislative Day – January 12th: The Governor's Office on Tribal Relations, in cooperation with representatives from the state's Tribal Nations, facilitates an Indian Nations and Tribes Legislative Day. This year the event will be hybrid, if you’re interested in attending in-person or virtual, register here.
- OIE Annual Summit/Gathering – Summer 2022: The Office of Indian Education has begun planning a summit for Indigenous stakeholders, further details about the event will be posted on our website. To sign up for emails from the Office of Indian Education click here.